Page 1 of 7 © 2015 Bill & Melinda Gates Foundation Grant Proposal Narrative 9/20/15

Concept Pre-Proposal Investment Development Management & Close

Grant Proposal Narrative We appreciate your interest in submitting a proposal to the Bill & Melinda Gates Foundation and we thank you for working with us throughout the proposal process. Your designated foundation contact will continue to work collaboratively with you as you prepare your proposal to help you understand the connection between the foundation's relevant program strategy and the proposed project, as well as to respond to any questions you might have over the course of this process. You are encouraged to communicate with your program officer to make sure that your efforts are aligned with the proposal requirements and that you are not expending unnecessary time or energy in this process.

Answer all of the questions in this Proposal Narrative template and submit it to your foundation program officer for review and collaborative discussion. Due to tax, legal, and reporting requirements, all proposals must be submitted in English. The proposal must be submitted in Word, as PDFs will not be accepted.

This is a proposal shaping document and not a commitment by the foundation to fund the work.

General Information

Proposal Title Seattle Preschool Inclusion capacity

Investment Duration (Months) 24 Opportunity ID OPP1152540

Requested Amount (U.S.$) $249,498.00

Total Project Cost (U.S.$) $249,498.00

Prospective Grantee Information

Organization Legal Name1 Seattle Public Schools

Organization Doing Business As

Mailing Address

Street Address 1 2445 3rd Avenue South Primary Contact Name Cashel Toner

Street Address 2 PO Box 34165 Primary Contact Title Director of Early Learning P-5

Street Address 3 Primary Contact Email cctoner@seattleschools.org

City Seattle Primary Contact Phone 206-252-0093

State / Province Washington Feedback Contact2 Cashel Toner

Zip / Postal Code 98124-0093 Feedback Email2 cctoner@seattleschools.org

Country USA Authorized Signer Name Cashel Toner

Website (if applicable) Authorized Signer Title Director of Early Learning P-5

Authorized Signer Email cctoner@seattleschools.org

1 Legal Name: will be used in the agreement and should match the name on the bank account that receives the grant funds (assuming fully executed agreement)

2 Feedback Contact/Email: The full name and email of the contact whom foundation staff queries for various surveys.

Tax Status (if known & applicable)

Refer to Tax Status Definitions US Governmental Unit Organization’s Total Revenue for Most Recent Audited Financial Year (U.S.$)

$761,097,528.99

U.S Employer Identification Number (EIN) (If applicable) 91-6001541

Submission Information

Date Submitted Submitted by same as above Yes

Submitted by Contact Name Submitted by Contact Email

Submitted by Contact Title Submitted by Contact Phone

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Proposal Details The Foundation is prohibited from conducting or funding any lobbying or political campaign activities, as these terms are specifically defined under U.S. tax law. Unlike many of our grantees/vendors who may engage in limited lobbying, the Foundation cannot lobby or fund any lobbying activities carried out by its grantees/vendors. We request that you please review the information at the following link, Foundation Funds and Advocacy, to assess whether any of your proposed activities may constitute lobbying as defined by the IRS. If so, you should revise your proposal accordingly prior to submission.

1. Executive Summary

Provide a brief summary of the investment.

Seattle Public Schools currently offers a continuum of special education services for preschool age children in order to meet a variety of student developmental needs. For children ages 3-5, Seattle Public Schools provides services in the areas of communication, motor development, self-help, social skills, vision and hearing, cognitive development and assistive technology. Seattle children with special education needs may attend Head Start, City-funded preschools including Seattle Preschool Program or Step Ahead, ECEAP or SPS Developmental Preschool. Funding sources include Federal Individuals with Disabilities Education Act funds, Head Start, private grant funds and City of Seattle grant funds. We hope that inclusive experiences for children with and without disabilities and their families result in a sense of belonging, positive social relationships, and accelerated development and learning that enables children to reach their full potential. Our intent is to improve access, participation and support for all students. The newly created position who will guide this work will serve as the liaison between Seattle Public Schools, the City’s Department of Early Learning and Seattle early learning providers. To reach the desired results, this investment will build capacity within our network of providers, allowing early learning programs to:

o Offer clear and consistent information to families about special education services. Providers will be equipped to educate families about the benefits of early intervention, help them navigate the referral, assessment and intervention process, and ensure that services are provided in a timely manner.

o Participate in professional development to build the professional standards and competencies of practitioners who work in inclusive classrooms

o Make simple modifications in their programs and classrooms to facilitate access for individual children through Universal Design for Learning strategies

Responsibilities of the Inclusion Liaison will include:

o Build a workplan to implement the recommendations of the Early Childhood Special Education Task Force (to be created in May 2016)

o Serve as a liason between the City of Seattle Department of Education and Early Learning, SPS Early Learning and early childhood providers

o Research exemplary programs locally and nationally that offer effective models of inclusion o Recommend a classroom observation rating tool designed for inclusive classrooms o Research and write program policies and procedures that will comply with state and federal regulations

Establish and maintain appropriate record-keeping so that data collected offer evidence of program quality o Manage and communicate assessment results to stakeholders in order to guide classroom instruction,

continuous improvement and strategic planning Over the next two years this investment will help our city to develop a shared understanding of the meaning of inclusion in the early childhood setting. This common understanding will be the starting point for creating a system of services and supports for children with disabilities and their families. Such a system will reflect a continuum of services and supports that respond to the needs and characteristics of children with varying types of disabilities and levels of severity, including children who are at risk for disabilities. Inclusion will be the driving principle and foundation for the range of services and supports provided to young children and families.

Describe the charitable purpose of this work by completing the statement “This grant will be used [to …].” Please limit to one sentence, begin with “to” and do not include a period at the end. Example: “This grant will be used [to fund new schools and assist other organizations in the design of new schools]”

This grant will be used to begin to define the precise meaning of inclusion in Seattle’s preschool programs and its implications for policy, practice, and potential outcomes for children and families.

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2. Problem Statement

Describe the problem, why it is a problem, and who is impacted by the problem. What specific elements of the problem is this investment trying to address?

The notion that young children and their families are full members of the community reflects societal values about promoting opportunities for all children. It also reflects a reaction against previous educational practices of separating and isolating children with disabilities. The effect of inclusion enacted over the past 30 years has been to fundamentally change the vision for our ideals about organizing and delivering early childhood services. However, because inclusion takes on many different forms and implementation is influenced by a variety of factors, questions persist about the meaning of inclusion. This investment will help us define inclusion in Seattle preschools. Having this common understanding across programs is fundamental to determining what types of practices and supports are necessary to achieve high quality inclusion. Seattle Public Schools and partner organizations currently offer an array of services designed for three-to-five year old children who have suspected or identified special needs, as well as for those who are typically developing. Unfortunately, these services are fragmented, operating with little mutual interaction or interdependency. Families struggle to understand and navigate programs governed by different eligibility criteria, funding streams, procedures and policies. Staff lack the comprehensive systemic awareness to develop holistic educational and/or treatment plans. Communication, coordination and planning between classroom teachers and special education teachers who provide itinerant services in the classrooms is inconsistent. Of most concern is the collective failure to offer cohesive, well coordinated services that meet the evolving needs of children. The irony is that children's growth and capacity to benefit from just-right services is greater during this time period than at any other in their lives.

3. Scope and Approach

Describe the scope and approach of the proposed work. This should be a narrative description of the principal results the investment would achieve and how those results relate to the problem described above (rather than a list of outcomes and outputs.) Note: You will provide a list of outcomes and outputs in the Results Framework

The scope of this work will span a two year period, beginning with an evaluation of the current system, including an assessment of its strengths and weaknesses. We will begin researching inclusion models elsewhere that are achieving gains for all children. The recommendations of the Special Education Preschool Task Force will be synthesized into the goals developed as a result of this research. The results of the Task Force and this initial period of self reflection and research will lay the foundation for building a new system of supports for programs, teachers, children and families. Implementation of this new plan will require ongoing professional development and support to acquire the knowledge, skills, and dispositions required to implement effective inclusive practices. The intent of program policies and procedures will be to promote communication and collaboration between all stakeholders. Quality frameworks should reflect and guide inclusive practices to ensure that all early childhood practitioners and programs are prepared to receive and address the needs of children with disabilities. Year 1 - Scope of Work The Inclusion Liaison will monitor the progress of the Special Education Preschool Task Force. The Task Force will be formed in May 2016 and will make final recommendations in December 2016. This group will be comprised of parents, teachers, community partners, SPS central office administrators, City of Seattle Department of Early Learning administrators and school building leaders. Reaching consensus on the meaning of early childhood inclusion is a necessary first step in articulating the field’s collective wisdom and values on this critically important issue. While the Task Force is developing its recommendations, the Liaison will concurrently be researching districts in Washington and throughout the country that have quality inclusion models. After the Task Force makes it recommendations, the second half of the year will be devoted to planning for implementation. The Inclusion Liaison will work on developing a plan to incorporate changes to policies, procedures and systems needed to deliver a high quality inclusion model. Year 2 – Scope of Work The primary focus during Year Two will be program implementation. Inclusion can take many different forms and occur in various organizational and community contexts. Even if environment and programs are designed to facilitate access, some children will need additional individualized accomodations and supports to participate fully in play and learning activities with peers and adults. System changes will be structured using a tiered model that will help adults organize assessments and interventions by level of intensity. The Inclusion Liaison will be involved in strategic planning with the

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City, District and other stakeholders across early childhood sectors on how to deliver this new model of early intervention. Improving the overall quality of early childhood classrooms is necessary but might not be sufficient to address the individual needs of every child. Determining who will benefit from professional development, what practitioners need to know and be able to do, and how learning opportunities should be organized and facilitated will be essential elements in this integrated professional development system.

As needed, describe why you believe the approach would lead to the desired results. Reference related work, existing evidence from evaluations or systematic reviews, and/or relevant experience, etc.

High quality early care and education can provide many benefits to young children both with and without disabilities. Inclusion alone does not guarantee desirable outcomes for children with disabilities. To ensure desirable outcomes for all children, especially children with disablitites, two conditions must characterize all inclusive early childhood settings: a high quality environment and supports for classroom staff (Wolery, 2003). 4. Risk Mitigation

As needed, describe any significant risks to the success of this project and how you plan to address them.

Risk: This project will depend on several agencies working together to ensure that each child’s individual needs are met. Sometimes challenges arise when bringing together two large organizations such as the City’s Department of Education and Early Learning and Seattle Public School’s Department of Early Learning. Solution: The Liaison will work closely with each department to develop a common definition of inclusion and a shared vision of the desired outcomes so that the system developed will yield positive results for all Seattle preschool children and families. Risk: Seattle Preschool Program is in its first full year of funding and implementation. We may not have the funding needed to fully implement all of the ideas recommended by the Task Force at this time. Solution: Work within the budget to plan and implement some of the recommendations of the Task Force during Year Two; phase in full implementation while working to determine flexible funding models and developing proposals to state agencies based on our findings. Risk: Developing an implementation plan based on the Task Force recommendations and the best practices indicated in the research could be challenging if there are contradictory findings. Solution: Infuse content from the research that complements the recommendations of the Task Force. Risk: Many rules and regulations are embedded in early childhood and special education policy. In accordance with the Individuals with Disabilities Act (IDEA), Seattle Public Schools is unconditionally commited to Free and Appropriate Public Education (FAPE) for every student regardless of disability. We must adhere to this commitment as a school district. Solution: The liaison will ensure that all stakeholders involved in preschool inclusion initiatives understand and follow the guidance set out by IDEA and FAPE. It may be necessary for the Inclusion Liaison to make course corrections as the research and Task Force bring forward recommendations or as other conditions change in the environment at large.

5. How We’ll Work Together

This question is intended to begin the dialogue on how foundation staff would work with you to achieve the intended outcomes. Topics could include minimal staff support, any specific issues that would likely need on-going discussion, regular communications, or other information to help establish mutual expectations and assist with implementing the proposed work.

Seattle Public Schools would welcome collaborative systems thinking and reflecting on progress from Gates Foundation staff on a quarterly basis and in response to emerging needs.

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6. Geographic Areas to Be Served

List all countries and regions/states that would benefit from this work and associated dollar amounts. If areas to be served include the United States, indicate city and state. Add more rows as needed. More information about Geographic Areas to Be Served can be found here.

Location Foundation Funding (U.S.$)

Seattle, Washington $249,498.00

$

$

7. Geographic Location of Work

List all countries and regions/states where this work would be performed and associated dollar amounts. If location of work includes the United States, indicate city and state. Add more locations as needed. More information about Geographic Location of Work can be found here.

Location Foundation Funding (U.S.$)

Preschool Classrooms in Seattle Public Schools $249,498.00

$

$

8. Intellectual Property

Is it likely that this grant, if funded, would lead to the creation of a new or improved Technology and/or require the use or incorporation of existing Technology outside the scope of its permitted use?

As used here, “Technology” includes: • Products (e.g., devices, compounds, biologics, formulations, diagnostics, therapeutics, prophylactics, seeds, courseware) • Services (e.g., treatments and delivery systems) • Processes (e.g., methods, manufacturing, formulae, algorithms) • Technologies (e.g., platforms, systems, mechanisms, tools, websites) • Materials (e.g., biological materials, chemicals) • Software (e.g., code, development kits, applications)

Note: the use of commonly-available, off-the-shelf products (such as Microsoft Excel, Adobe, etc.) need not be disclosed.

If yes, email GlobalAccess@gatesfoundation.org and copy the person who requested this proposal to gain access to the online portal to complete the Intellectual Property (IP) Report. Please include in the subject line “IP Report Access for [insert Opportunity ID]”. If no, please acknowledge by typing “N/A”: _____

9. Clinical Studies and Regulated Research

A. Would the investment involve any of the following?

• Human subjects research, including Clinical trials • Genetically modified organisms (plants or animals) • Biohazards • Pathogens/toxins identified as select agents by U.S. Law

If yes, complete the Clinical Studies and Regulated Research Module.

If no, please acknowledge by typing “N/A”: _NA____

Budget Narrative The purpose of the budget narrative is to supplement the information provided in the excel-based budget template by justifying how the budget cost elements are necessary to implement project activities and accomplish target outcomes. The budget narrative is a tool to help foundation staff fully understand the budgetary needs of the project and is an opportunity to provide descriptive information about the costs, drivers, and risks that can’t be easily communicated in the budget template. Together, the budget narrative and budget

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template should provide a complete quantitative and qualitative description that supports the proposed budget. The description provided in the budget template should be very brief. Please use this budget narrative to provide a thorough description of your budget and only complete questions that are relevant to your grant proposal.

For Global Development, Global Health and Global Policy and Advocacy related grants: If your proposal includes any sub-contracts and/or sub-grants greater than $1 million USD, please complete a separate budget template and narrative for each organization.

For U.S. Programs, Communications and Family Interest related grants: If your proposal includes any sub-contracts and/or sub-grants greater than $250,000 USD, please complete a separate budget template and narrative for each organization.

1. Summary

Please explain the major cost drivers and how costs relate to planned activities and target outcomes. Also explain any potential risks in spending as budgeted and any plans to mitigate those risks.

If budgeting by outcomes, or additional dimension, please explain the major cost drivers per outcome or other relevant dimension.

The Seattle Public Schools Inclusion Liaison will lead the work of this 2-year grant, focusing on mapping the current landscape, developing an inclusion plan that incorporates Special Education Preschool Task Force recommendations, best practices from the research and other exemplars. Costs will include one FTE with estimated salary and benefits of $100,000 per year. Other expenses related to the outcomes include travel to conduct research, professional development, and materials. Travel cost is estimated at $5,000 for the first year. Professional development will cost an estimated $15,000 per year for ongoing teacher professional development and sub costs. The remaining $5,000 will be used for training materials and supplies each year. 2. Personnel and Benefits

Personnel: Provide a brief explanation of personnel budgeted, including responsibilities as they relate to the grant. Also include assumptions made for any staff budgeted which are to-be-hired, including salary estimates for these personnel.

One FTE will be hired during this grant period to guide development of a high quality inclusion preschool model. This person will conduct research to survey the current landscape of inclusion preschool, and travel to cities or towns with proven data-driven models.The position will develop and implement an inclusion plan based on the recommendations of the Seattle Special Education Preschool Task Force. Once a plan is in place, the Inclusion Liaison will be responsible for developing and implementing a professional development plan for preschool staff and administrators.

Benefits: Describe the components of the benefits (column R of the “Budget Details” sheet) included with the salary costs. For example: pension, health insurance, expatriate costs, etc.

Benefits: $26,000

3. Travel

Provide rationale for the travel budgeted and assumptions used to determine appropriate number of trips and personnel required. Also include a brief rationale for how travel costs were estimated.

The budget for travel will cover the cost of the Inclusion Liaison to take up to three out-of-state trips to observe successful models and to meet with researchers and practitioners involved in developing these programs. 4. Consultants

Provide a brief description of the work to be performed by consultants in support of the overall project and describe any expenses that have been included.

Potentially this grant could include bringing consultants to Seattle to meet with stakeholders and/or to facilitate professional development sessions. 5. Capital Equipment

Provide a brief justification and description of any items required for the project with a unit cost of greater than $5,000 (USD) and a useful life of more than one year.

N/A

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6. Other Direct Costs

Provide a brief description and rationale for other direct costs required, including cost assumptions used to develop the budget for these costs.

N/A

7. Sub-awards

List all sub-grantees or sub-contractors involved in this investment. (Add more rows as needed)

Name Corporate Entity Name (if applicable) Mailing Address

N/A

If separate budgets are required (see above), please also submit a separate budget template and narrative for each sub-award.

Describe the work each organization is going to perform as well as the rationale for each organization chosen to participate on this project as a sub-grantee or sub-contractor. If organizations are TBD, include the assumptions used to estimate cost for the sub-award and the process and timeline you will be using to select these organizations.

Note: You will be required to submit the sub-award budget once final.

8. Currency Exchange

Briefly describe any foreign currency exchange exposure with this investment. Which costs included in the budget are exposed to exchange risk? How much do these costs total?

N/A

9. Other Sources of Support for this Project

If you are requesting funding from the foundation for only a portion of this project and will depend on funds from other sources, please describe your contingency plans if full project funding does not become available. If you have applied for funding from other sources which overlap with the funding requested in this proposal, please indicate the nature and timing of that potential funding. Any expected in-kind contributions (e.g. drug donations, personnel time) should be included in the description.

NOTE: Names of the other sources and their expected dollar ($USD) contributions should be included on the ‘Financial Summary & Reporting’ sheet of the budget in the Funding Plan table.

N/A 10. Other

Please feel free to use this section to provide any other commentary or information that helps to describe and justify the budget request presented. This may include assumptions and rationale behind indirect costs, risks, anomalies or other assumptions foundation staff should be aware of when reviewing the budget.

N/A

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